Requiremnts 12 font doble space ,apa format, cites ,referencesR.docx
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Requiremnts: 12 font doble space ,apa format, cites ,references Required Resources Course Text: Diversity in Early Care and Education Review Chapter 1, "Perceiving and Responding to Differences" Chapter 2, "Communicating across Cultures" Chapter 3, "Working with Diversity Issues" Course Text: How Culture Shapes Social-Emotional Development Review the bullet points on pp. 5–6 Read pp. 16–24, "The Process of Cultural Reciprocity" and "Conclusion" Article: Bruno, H. E. (2003). Hearing parents in every language: An invitation to ECE professionals . Child Care Information Exchange, 153, 58–60. When difficult issues or conflicts arise, it can be challenging to communicate effectively and reach an outcome that honors each person's perspective. Professionals who work with infants, toddlers, and their families can benefit from practicing dialogue skills to become more confident and receptive when challenging issues emerge. As you read the following scenario, think about each individual's perspective and reflect on the information you have read about communication this week. Danna is 11 months old and has been coming to this childcare center since she was 4 months old. She has adapted well to the program from the beginning, and enjoys all times of day, including naptime. One morning, Danna arrives at the center carrying a well-loved blanket bunny (a small blanket that has the head of a bunny attached to it). This is the first time Danna has brought the blanket with her to the center, though it looks like she has carried it around quite a bit at home. Maria, Danna's mother, wants to talk with Danna's primary caregiver, Joelle, about the blanket but several families have arrived at the same time and Joelle is very busy. Maria knows that many children need comfort objects and thinks that Danna may need some extra nurturing today because she has been spending more of her time at home caring for an elderly family member and has not been able to spend as much time with Danna. It is difficult to leave, but she cannot stay any longer. Joelle notices that Danna's movements around the center seem more unsteady with the blanket in tow, and also that the blanket is getting dirty. As Danna pulls to a stand, she holds the blanket bunny between her teeth, sucking on a place where it is very dirty. This concerns Joelle and so a few times throughout the day, Joelle suggests to Danna that she leave her blanket but Danna becomes upset. Concerned that this is a health and safety issue and aware that she has never seen this blanket before, she decides to talk with Maria about the blanket bunny when she arrives to pick up Danna. As Maria heads to the center to pick up Danna, she is hoping to learn how her daughter's day went. She wonders if Danna needed extra nurturing, and if the blanket helped. With this scenario in mind, review the information in Diversity in Early Care and Education on the five outcomes to cultural conflicts (pp. 54 – 56) and the RERUN commun.
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Communicating Effectively When difficult issues or conflicts arise.docx
Communicating Effectively When difficult issues or conflicts arise, it can be challenging to communicate effectively and reach an outcome that honors each person's perspective. Professionals who work with infants, toddlers, and their families can benefit from practicing dialogue skills to become more confident and receptive when challenging issues emerge. As you read the following scenario, think about each individual's perspective and reflect on the information you have read about communication this week. Danna is 11 months old and has been coming to this childcare center since she was 4 months old. She has adapted well to the program from the beginning, and enjoys all times of day, including naptime. One morning, Danna arrives at the center carrying a well-loved blanket bunny (a small blanket that has the head of a bunny attached to it). This is the first time Danna has brought the blanket with her to the center, though it looks like she has carried it around quite a bit at home. Maria, Danna's mother, wants to talk with Danna's primary caregiver, Joelle, about the blanket but several families have arrived at the same time and Joelle is very busy. Maria knows that many children need comfort objects and thinks that Danna may need some extra nurturing today because she has been spending more of her time at home caring for an elderly family member and has not been able to spend as much time with Danna. It is difficult to leave, but she cannot stay any longer. Joelle notices that Danna's movements around the center seem more unsteady with the blanket in tow, and also that the blanket is getting dirty. As Danna pulls to a stand, she holds the blanket bunny between her teeth, sucking on a place where it is very dirty. This concerns Joelle and so a few times throughout the day, Joelle suggests to Danna that she leave her blanket but Danna becomes upset. Concerned that this is a health and safety issue and aware that she has never seen this blanket before, she decides to talk with Maria about the blanket bunny when she arrives to pick up Danna. As Maria heads to the center to pick up Danna, she is hoping to learn how her daughter's day went. She wonders if Danna needed extra nurturing, and if the blanket helped. With this scenario in mind, review the information in Diversity in Early Care and Education on the five outcomes to cultural conflicts (pp. 54–56) and the RERUN communication process (pp. 58–60). Also, review the information presented in the article "Hearing Parents in Every Language" (Bruno, 2003). By Day 3: Post a sample dialogue (with at least eight lines of dialogue per person) demonstrating how Joelle and Maria could communicate effectively about this situation and work toward fostering mutual education (one of the five outcomes to conflicts) and achieving a positive resolution to this situation. Your response should demonstrate an understanding of the key ideas presented in the readings and conclude with next steps for ...
Richard (1)It seems that Maria tried several times to explain th.docx
Richard (1)
It seems that Maria tried several times to explain the situation to Joelle. Joelle was very busy and that is an issue when it comes to communication. I am wondering if there is more that one teacher and if they can come up with a better routine in the morning so that they can gain an understanding of what is going on in their lives so that they can better understand the child. There needs to be other ways of communication such as a messaging system or email. Communication is key when it comes to the well being of our children. Joelle should have reached out to Maria as soon as she saw the unfamiliar item and the change in behavior.
Email Dialogue:
Joelle: I am very sorry that this morning was so busy and we didn't have a chance to talk about Danna. I noticed that she had an unfamiliar item (the blanket) and that her emotions have been different. Is there something that I need to know?
Maria: Thank you so much for reaching out to me through email. I have been so busy at home taking care of an elderly family member that I have not given her the attention that she needs. The blanket has been hers since she was very little and she has been carrying it everywhere i believe to make up for this mixed emotion and change in our lives.
Joelle: I will give her some extra attention today and see if I can get her to talk about how she feels. As far as the blanket I may throw it in the wash when she is napping. I have noticed she has been dragging it and chewing on it. I want to get rid of any germs she may have picked up here.
Maria: Thanks Joelle! You are so good with her. I look forward to our conversation at pick up.
Crystal(2)
Diversity in Early Care and Education by Janet Gonzalez-Mena is a published book that is helpful to individuals partaking in courses related to education and human services. In chapter 1, Perceiving and Responding to Differences, the author gives us the opportunity to understand our culture and its effect on our children. She also offers several examples of teachers’ actions eachers do that unconsciously affect culture. For instance, Maria Danna’s mother believes that many children need comfort things hence gives Danna a blanket yet without communication (Gonzalez-Mena & Gonzalez-Mena, 2008). It indicts a conflict since Joel the caregiver feels the blanket is dirty and might affect Danna’s health. In chapter two, Communicating across Cultures, the author stresses on the fact that we supposed to get a bigger picture, have the understanding of every culture and get educated on cross-culture communication without forgetting our philosophies (Morrison, 1988). Therefore, in the article, Joel is supposed to understand the culture of Maria when she gives Danna a blanket, but she should not forget the fact that as the sheet gets dirty, it might affect her health.
In chapter three, working with Diversity Issues, she talks about three things that help in working on our diversities. They include respect for el ...
Gad integrated-lesson-plan 5
This document provides a lesson plan for a 2-hour oral communication lesson with integrated concepts of gender and development (GAD). The lesson aims to teach students about different types of speech contexts and discuss the conflicts that arise from teenage pregnancy and early marriage. Key activities include analyzing a short story about a struggling couple, roleplaying scenes from the story in different speech contexts, and writing a reflective essay on the disadvantages of early marriage. The lesson plan provides detailed instructions, learning objectives, assessment rubrics and appendix materials to support student learning.
Trehearne oral language_in_pre_k
The document provides information about a presentation by Miriam Trehearne on developing oral language and comprehension in preschool and kindergarten. It describes practical strategies that teachers can use to support young students' oral language development and comprehension as part of a comprehensive early literacy program. The presentation notes that oral language is the foundation of literacy learning and will share engaging activities to assess and develop vocabulary and comprehension.
· Promotions· Flyers· Email· Social Media· Advertising· .docx
· Promotions
· Flyers
· Email
· Social Media
· Advertising
· Giveaways
· Random chose for :
· Free food
· Free T-shirts
· Discount coupons
· Gift card
· credit for freedom card
information to help
Promotion
Promotion for each sport event at *name of the school * helps to increase attendance , but there are many different way to promote the attendance for example: distribute a flyers, send an email, posts in social media.
Distributing a flyers in and out side of the univerecity should be a clear and concise expression of the event. Also it should include a photos that represent the sports.
Sending a previous email to excitement the students about the games.
Posting in social media some photo about the games and what will be available to giveaway.
Giveaways
There is a joy in receiving free products, so giveaway leave a stronger impression over many and that can help to increase sport attendance.and there are many kind of products to giveaway like RMU caps, can opener, can cooler, key holder, and t-shirts all of these items helps to be remembered.In addition, choosing a random three winer or more in each game give a great impression and interest to come. The winer could win more things like coupons discount, cash, gift card, free food in the cafeteria, and credit for freedom card. All of these giveaways and gift help to increase sports attendance at RMU.
Running Head: MODULE 5 O.D.A.R.
MODULE 5 O.D.A.R. FIELD ASSIGNMENT 2
M. Brown
Module 5 O.D.A.R. Field Based
November 25, 2018
Observe
At a primary school at which I substitute I asked an English teacher if there was a project I could do with an individual or a group. Later in the day she told me there was a 4th grader named Daniel who had joined the school after the start of the year, and also joined a class where the teacher had a leave of absence. I was actually Daniel’s substitute teacher a few days, and I know more about substitute teaching now. I was unaware he was having problems. The teacher told me Daniel was seeing a speech therapist later in the week, but she would let me work with him to test one of the hypotheses they had about him. This was that he was unusually weak in phonics, which is the relation between sounds and letters. She gave me some books and pages of materials to look at. I came back the next day and was introduced to him in an empty classroom. We got a couple of chairs and sat at the corner of a table so that he was next to me but around the corner. Behind us was a row of windows which was nice because some of the classrooms had no windows. The sun was shining in. He seemed shy. He didn’t know me. He didn’t know why this was happening.
Describe
As I understood it, there was a feeling that Daniel had a weakness in understanding basic phonics to some degree or in some situations. They wanted me to spend part of an hour with him to see what I could find .
Story telling with persona dolls
This document provides guidance on using persona dolls to tell stories in early childhood classrooms. It discusses:
1. How persona dolls differ from dramatic play dolls in that they have consistent identities that evolve over time, allowing children to connect more deeply with the dolls.
2. Suggestions for where to store persona dolls so that children can see and interact with them while ensuring the dolls' safety and consistent identities.
3. Methods for communicating the dolls' characteristics between teachers and parents so their stories remain coherent.
It then provides worksheets to help create dolls and stories that reflect the diversity of the classroom and can be used to explore important topics through a relatable
Ppt solving problems in the Encouraging Classroom
This document discusses conflict management strategies for early childhood classrooms. It begins by defining conflict for young children and explaining why it is a natural occurrence. It then discusses techniques for mediating conflicts, including using peace props like talk-and-listen chairs. The document also explains a 5-step conflict mediation model called the "five-finger formula" which involves cooling down, discussing problems, brainstorming solutions, agreeing on a solution, and following up. Finally, it provides an example of how to use the five-finger formula to mediate a conflict between two boys arguing over Lego wheels.
66 Young Children • November 2012© Susan Woo.docx
66 Young Children • November 2012
©
S
us
an
W
oo
g
W
ag
ne
r
®
2, 3
A
teacher once told me, “Don’t use a 50-cent
word when a 5-cent word will do.”
While current expression of such senti-
ments might differ, we commonly follow this
practice in many early childhood classrooms.
Adults often use simple words instead of complex words
when talking to young children. Reasons vary from teach-
ers’ beliefs that young children cannot understand sophis-
ticated vocabulary because they are too young or have
limited language skills, to teachers’ unfamiliarity with com-
plex words or with strategies for supporting vocabulary.
As a consequence, sophisticated vocabulary learning is
thwarted and opportunities to nurture children’s curios-
ity about words go unrealized. In this article, I show how
to fortify the vocabulary knowledge of soon-to-be readers
with sophisticated vocabulary—words that are high level,
communicate subtleties in detail, and are less common in
everyday parlance (sometimes called rare words).
Sagacious, Sophisticated, and Sedulous
The Importance of Discussing
50-Cent Words
with Preschoolers
Molly F. Collins, EdD, is a lecturer in the Department of Teaching and Learning at Peabody College, Vanderbilt University, in Nash-
ville. Molly’s teaching and research focus on children’s vocabulary acquisition and story comprehension, and on instructional quality
in preschool. She is the coauthor with Judith A. Schickedanz of the 2012 NAEYC book So Much More Than the ABCs. [email protected]
vanderbilt.edu
Molly F. Collins
Young Children • November 2012 67
Early language foundations for reading
development
Research on the early foundations of reading distin-
guishes two categories of skills—one related to word recog-
nition and the other related to comprehension. Print knowl-
edge, beginning writing skills, and phonological awareness
have been grouped together as word recognition skills
because they help children decode text. These code-related
skills account for most of a child’s success in word recog-
nition, the major task of beginning reading. Vocabulary,
syntactic and discourse skills, and background knowledge
have been grouped together as oral language or comprehen-
sion skills (Storch & Whitehurst 2002; Sénéchal, Ouellette, &
Rodney 2006). Developed in preschool, oral language skills
predict later reading comprehension beyond the contribu-
tion made by word recognition skills in the early grades
(NICHD Early Child Care Research Network 2005).
Vocabulary is highly sensitive to early adult input and
critical to preventing later reading comprehension difficul-
ties (Dickinson et al. 2003). Also, vocabulary is causally
related—that is, it helps reading comprehension (Dickinson
et al. 2003)—and it is highly correlated with the rate of
learning new words (Hart & Risley 1995). Thus, a meager
beginning vocabulary slows the rate of vocabulary learning,
which compromises reading comprehension. .
Recommended
Communicating Effectively When difficult issues or conflicts arise.docx
Communicating Effectively When difficult issues or conflicts arise, it can be challenging to communicate effectively and reach an outcome that honors each person's perspective. Professionals who work with infants, toddlers, and their families can benefit from practicing dialogue skills to become more confident and receptive when challenging issues emerge. As you read the following scenario, think about each individual's perspective and reflect on the information you have read about communication this week. Danna is 11 months old and has been coming to this childcare center since she was 4 months old. She has adapted well to the program from the beginning, and enjoys all times of day, including naptime. One morning, Danna arrives at the center carrying a well-loved blanket bunny (a small blanket that has the head of a bunny attached to it). This is the first time Danna has brought the blanket with her to the center, though it looks like she has carried it around quite a bit at home. Maria, Danna's mother, wants to talk with Danna's primary caregiver, Joelle, about the blanket but several families have arrived at the same time and Joelle is very busy. Maria knows that many children need comfort objects and thinks that Danna may need some extra nurturing today because she has been spending more of her time at home caring for an elderly family member and has not been able to spend as much time with Danna. It is difficult to leave, but she cannot stay any longer. Joelle notices that Danna's movements around the center seem more unsteady with the blanket in tow, and also that the blanket is getting dirty. As Danna pulls to a stand, she holds the blanket bunny between her teeth, sucking on a place where it is very dirty. This concerns Joelle and so a few times throughout the day, Joelle suggests to Danna that she leave her blanket but Danna becomes upset. Concerned that this is a health and safety issue and aware that she has never seen this blanket before, she decides to talk with Maria about the blanket bunny when she arrives to pick up Danna. As Maria heads to the center to pick up Danna, she is hoping to learn how her daughter's day went. She wonders if Danna needed extra nurturing, and if the blanket helped. With this scenario in mind, review the information in Diversity in Early Care and Education on the five outcomes to cultural conflicts (pp. 54–56) and the RERUN communication process (pp. 58–60). Also, review the information presented in the article "Hearing Parents in Every Language" (Bruno, 2003). By Day 3: Post a sample dialogue (with at least eight lines of dialogue per person) demonstrating how Joelle and Maria could communicate effectively about this situation and work toward fostering mutual education (one of the five outcomes to conflicts) and achieving a positive resolution to this situation. Your response should demonstrate an understanding of the key ideas presented in the readings and conclude with next steps for ...
Richard (1)It seems that Maria tried several times to explain th.docx
Richard (1)
It seems that Maria tried several times to explain the situation to Joelle. Joelle was very busy and that is an issue when it comes to communication. I am wondering if there is more that one teacher and if they can come up with a better routine in the morning so that they can gain an understanding of what is going on in their lives so that they can better understand the child. There needs to be other ways of communication such as a messaging system or email. Communication is key when it comes to the well being of our children. Joelle should have reached out to Maria as soon as she saw the unfamiliar item and the change in behavior.
Email Dialogue:
Joelle: I am very sorry that this morning was so busy and we didn't have a chance to talk about Danna. I noticed that she had an unfamiliar item (the blanket) and that her emotions have been different. Is there something that I need to know?
Maria: Thank you so much for reaching out to me through email. I have been so busy at home taking care of an elderly family member that I have not given her the attention that she needs. The blanket has been hers since she was very little and she has been carrying it everywhere i believe to make up for this mixed emotion and change in our lives.
Joelle: I will give her some extra attention today and see if I can get her to talk about how she feels. As far as the blanket I may throw it in the wash when she is napping. I have noticed she has been dragging it and chewing on it. I want to get rid of any germs she may have picked up here.
Maria: Thanks Joelle! You are so good with her. I look forward to our conversation at pick up.
Crystal(2)
Diversity in Early Care and Education by Janet Gonzalez-Mena is a published book that is helpful to individuals partaking in courses related to education and human services. In chapter 1, Perceiving and Responding to Differences, the author gives us the opportunity to understand our culture and its effect on our children. She also offers several examples of teachers’ actions eachers do that unconsciously affect culture. For instance, Maria Danna’s mother believes that many children need comfort things hence gives Danna a blanket yet without communication (Gonzalez-Mena & Gonzalez-Mena, 2008). It indicts a conflict since Joel the caregiver feels the blanket is dirty and might affect Danna’s health. In chapter two, Communicating across Cultures, the author stresses on the fact that we supposed to get a bigger picture, have the understanding of every culture and get educated on cross-culture communication without forgetting our philosophies (Morrison, 1988). Therefore, in the article, Joel is supposed to understand the culture of Maria when she gives Danna a blanket, but she should not forget the fact that as the sheet gets dirty, it might affect her health.
In chapter three, working with Diversity Issues, she talks about three things that help in working on our diversities. They include respect for el ...
Gad integrated-lesson-plan 5
This document provides a lesson plan for a 2-hour oral communication lesson with integrated concepts of gender and development (GAD). The lesson aims to teach students about different types of speech contexts and discuss the conflicts that arise from teenage pregnancy and early marriage. Key activities include analyzing a short story about a struggling couple, roleplaying scenes from the story in different speech contexts, and writing a reflective essay on the disadvantages of early marriage. The lesson plan provides detailed instructions, learning objectives, assessment rubrics and appendix materials to support student learning.
Trehearne oral language_in_pre_k
The document provides information about a presentation by Miriam Trehearne on developing oral language and comprehension in preschool and kindergarten. It describes practical strategies that teachers can use to support young students' oral language development and comprehension as part of a comprehensive early literacy program. The presentation notes that oral language is the foundation of literacy learning and will share engaging activities to assess and develop vocabulary and comprehension.
· Promotions· Flyers· Email· Social Media· Advertising· .docx
· Promotions
· Flyers
· Email
· Social Media
· Advertising
· Giveaways
· Random chose for :
· Free food
· Free T-shirts
· Discount coupons
· Gift card
· credit for freedom card
information to help
Promotion
Promotion for each sport event at *name of the school * helps to increase attendance , but there are many different way to promote the attendance for example: distribute a flyers, send an email, posts in social media.
Distributing a flyers in and out side of the univerecity should be a clear and concise expression of the event. Also it should include a photos that represent the sports.
Sending a previous email to excitement the students about the games.
Posting in social media some photo about the games and what will be available to giveaway.
Giveaways
There is a joy in receiving free products, so giveaway leave a stronger impression over many and that can help to increase sport attendance.and there are many kind of products to giveaway like RMU caps, can opener, can cooler, key holder, and t-shirts all of these items helps to be remembered.In addition, choosing a random three winer or more in each game give a great impression and interest to come. The winer could win more things like coupons discount, cash, gift card, free food in the cafeteria, and credit for freedom card. All of these giveaways and gift help to increase sports attendance at RMU.
Running Head: MODULE 5 O.D.A.R.
MODULE 5 O.D.A.R. FIELD ASSIGNMENT 2
M. Brown
Module 5 O.D.A.R. Field Based
November 25, 2018
Observe
At a primary school at which I substitute I asked an English teacher if there was a project I could do with an individual or a group. Later in the day she told me there was a 4th grader named Daniel who had joined the school after the start of the year, and also joined a class where the teacher had a leave of absence. I was actually Daniel’s substitute teacher a few days, and I know more about substitute teaching now. I was unaware he was having problems. The teacher told me Daniel was seeing a speech therapist later in the week, but she would let me work with him to test one of the hypotheses they had about him. This was that he was unusually weak in phonics, which is the relation between sounds and letters. She gave me some books and pages of materials to look at. I came back the next day and was introduced to him in an empty classroom. We got a couple of chairs and sat at the corner of a table so that he was next to me but around the corner. Behind us was a row of windows which was nice because some of the classrooms had no windows. The sun was shining in. He seemed shy. He didn’t know me. He didn’t know why this was happening.
Describe
As I understood it, there was a feeling that Daniel had a weakness in understanding basic phonics to some degree or in some situations. They wanted me to spend part of an hour with him to see what I could find .
Story telling with persona dolls
This document provides guidance on using persona dolls to tell stories in early childhood classrooms. It discusses:
1. How persona dolls differ from dramatic play dolls in that they have consistent identities that evolve over time, allowing children to connect more deeply with the dolls.
2. Suggestions for where to store persona dolls so that children can see and interact with them while ensuring the dolls' safety and consistent identities.
3. Methods for communicating the dolls' characteristics between teachers and parents so their stories remain coherent.
It then provides worksheets to help create dolls and stories that reflect the diversity of the classroom and can be used to explore important topics through a relatable
Ppt solving problems in the Encouraging Classroom
This document discusses conflict management strategies for early childhood classrooms. It begins by defining conflict for young children and explaining why it is a natural occurrence. It then discusses techniques for mediating conflicts, including using peace props like talk-and-listen chairs. The document also explains a 5-step conflict mediation model called the "five-finger formula" which involves cooling down, discussing problems, brainstorming solutions, agreeing on a solution, and following up. Finally, it provides an example of how to use the five-finger formula to mediate a conflict between two boys arguing over Lego wheels.
66 Young Children • November 2012© Susan Woo.docx
66 Young Children • November 2012
©
S
us
an
W
oo
g
W
ag
ne
r
®
2, 3
A
teacher once told me, “Don’t use a 50-cent
word when a 5-cent word will do.”
While current expression of such senti-
ments might differ, we commonly follow this
practice in many early childhood classrooms.
Adults often use simple words instead of complex words
when talking to young children. Reasons vary from teach-
ers’ beliefs that young children cannot understand sophis-
ticated vocabulary because they are too young or have
limited language skills, to teachers’ unfamiliarity with com-
plex words or with strategies for supporting vocabulary.
As a consequence, sophisticated vocabulary learning is
thwarted and opportunities to nurture children’s curios-
ity about words go unrealized. In this article, I show how
to fortify the vocabulary knowledge of soon-to-be readers
with sophisticated vocabulary—words that are high level,
communicate subtleties in detail, and are less common in
everyday parlance (sometimes called rare words).
Sagacious, Sophisticated, and Sedulous
The Importance of Discussing
50-Cent Words
with Preschoolers
Molly F. Collins, EdD, is a lecturer in the Department of Teaching and Learning at Peabody College, Vanderbilt University, in Nash-
ville. Molly’s teaching and research focus on children’s vocabulary acquisition and story comprehension, and on instructional quality
in preschool. She is the coauthor with Judith A. Schickedanz of the 2012 NAEYC book So Much More Than the ABCs. [email protected]
vanderbilt.edu
Molly F. Collins
Young Children • November 2012 67
Early language foundations for reading
development
Research on the early foundations of reading distin-
guishes two categories of skills—one related to word recog-
nition and the other related to comprehension. Print knowl-
edge, beginning writing skills, and phonological awareness
have been grouped together as word recognition skills
because they help children decode text. These code-related
skills account for most of a child’s success in word recog-
nition, the major task of beginning reading. Vocabulary,
syntactic and discourse skills, and background knowledge
have been grouped together as oral language or comprehen-
sion skills (Storch & Whitehurst 2002; Sénéchal, Ouellette, &
Rodney 2006). Developed in preschool, oral language skills
predict later reading comprehension beyond the contribu-
tion made by word recognition skills in the early grades
(NICHD Early Child Care Research Network 2005).
Vocabulary is highly sensitive to early adult input and
critical to preventing later reading comprehension difficul-
ties (Dickinson et al. 2003). Also, vocabulary is causally
related—that is, it helps reading comprehension (Dickinson
et al. 2003)—and it is highly correlated with the rate of
learning new words (Hart & Risley 1995). Thus, a meager
beginning vocabulary slows the rate of vocabulary learning,
which compromises reading comprehension. .
Assessment ppt ict module copy
The children listened to a story called "One Eyed Jake" and then completed a comprehension activity using iPads. Questions about the story were displayed on the interactive whiteboard. The children used iPads to select their answers from multiple choices. The teacher observed that ICT engagement the children and supported their understanding of the story. The activity aligned with curriculum goals and classroom themes about pirates. Peer collaboration during the activity benefited learning for children of varying abilities.
Assignment 2 Discussion Question Role of the Counselor in the
Assignment 2: Discussion Question: Role of the Counselor in the Community
By the due date assigned,
respond to the discussion question assigned by the instructor. Submit your responses to the appropriate
Discussion Area
. Use the same
Discussion Area
to comment on your classmates' submissions and continue the discussion
through the end of the module
.
Nine-year-old Wanda's teacher notices that for the past few weeks, Wanda has not been talking to her friends and is always sitting alone in a corner. After talking to Wanda's friends, the teacher finds out that Wanda's sixteen-year-old brother was killed in a gang fight two months ago and her parents have since separated. The teacher talks to her friend Daphne, a counselor, to see if there is anything she can do about Wanda. She wants to know if there is any way in which children and families affected by exposure to violence can be assisted with emotional impact of these events. The teacher also asks Daphne, in the role of a counselor, to call Wanda's parents to see if they would be willing to talk with her about the death of their son, their separation, and Wanda's behavior at school. Daphne is not employed or affiliated with the school.
What would be Daphne's role, as a counselor, in helping the teacher?
What do you see as important roles of a counselor working in a community?
What are the ethical responsibilities that counselors and human services professionals hold toward the community? When answering this question identify the ethical code number and definition, using your own words, of the ethical responsibilities of these professionals.
Briefly speak how you, as an ethical counselor, would respond to the teacher's request for you to speak with Wanda and her family.
Grading CriteriaMaximum Points
Quality of initial posting, including fulfillment of assignment instructions16Quality of responses to classmates12Frequency of responses to classmates4Reference to supporting readings and other materials4Language and grammar4
Total:40
...
1 Psych 441 The Case of Tina and Her Family, April 5
1
Psych 441 The Case of Tina and Her Family, April 5, 2022
Case Discussion Notes/Questions
You can take notes in advance and also complete or add to some sections after meeting with your
group. These notes will be due the day after the discussion via Blackboard (group leaders only).
Related Readings posted with the case: 1. Reasonable Efforts for Family Preservation pp.1-4
2. Determining the Best Interest of the Child_2020_Child Welfare.gov pp. 1-4
Group Leader___________________________________
Participants in your group (student names)
Case Discussion Process
1. Identify the Actors (Family, School, Community) and their Roles
2. Identify the settings/environments (contexts where case takes place; you can also refer to
systems within the ecological model)
The group can now begin to discuss and share examples in the following three areas
I. Response to the Case:
1. What aspects of this case study are most compelling?
2. Identify a few key points from the case and some examples of how family changes and
disruptions may be affecting Tina’s behavior. What behavioral style does Tina exhibit in school
during this time of transition? Could this be related to her temperament, mom’s neglect, the
absence of her father, and/or her reaction to mom’s depression and family changes?
2
II.Role of Early Childhood Teachers and Programs [select one]
1. What are your thoughts on the role of early childhood teachers and programs in providing
emotional support and consistency for children facing family challenges and disruptions?
2. How is support more critical when family crisis involves abuse and/or neglect and leads to a
child’s placement in foster or kinship care?
III. Your Thoughts and Ideas on Family Preservation, and the Best Interests of the
Children.
1. In terms of family preservation, do you think Tina’s mom Donna should continue to have
opportunities to reunite with her children? Why or why not? What would be the key
considerations? You can refer to the family preservation document as you consider your ideas.
2. What is in the best interests of Tina and her brothers? You can refer to the Best Interests
document as you to consider your ideas.
Final Thoughts: You can discuss what else you would want or need to know to help develop
your viewpoints on the case.
1
Tina and Her Family: The Need for Care and Stability
The following case study involves a family in need of support and intervention.
While the context is critical to the case, the focus of the case information is the family,
primarily the mother, Donna and the preschool child, Tina. Please refer to the set of
questions in the Journal 8 description, and respond to the case. What are your thoughts on
the role that the pre-K and Kindergarten school program should have with Tina? How can
...
Building A Classroom Community2(2)
The document discusses strategies for building classroom community, including involving parents, connecting to the broader community, and promoting children's relationships. It provides examples of welcoming the community into the classroom, such as inviting community members to visit and taking field trips. It also discusses the importance of learning about diversity and gaining exposure to different people and jobs through understanding the concept of community.
CHAPTER 4Building an Anti‑Bias Education Program Clarifying and
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
A project on an Critical evaluation of various stages of child development an...
This document discusses child development and the role of parents. It will focus on the developmental stages of a young girl from infancy through starting school based on a case study. The story concept will use the details of the case study to illustrate aspects of child development and how parental care is important for cognitive growth. It will analyze the case of a curious boy named Trevor from age 5 through university to show relevance to child development stages.
Woolfolk lecture moreau5 handout_revised
This document provides an overview of oral language development and the importance of narrative skills. It discusses how narratives are the foundation of literacy and expand children's conversational abilities. It introduces the Story Grammar Marker, a hands-on tool that represents the organizational structure of stories. The document notes that narratives offer opportunities to support language use, emotional expression, and social cognition. It emphasizes that we think and learn in narrative form. The document also discusses how discourse skills are important for connecting oral language to literacy and for meeting Common Core State Standards.
Woolfolk Lecture M.R. Moreau Oct. 12, 2015
This document provides an overview of Maryellen Rooney Moreau's presentation on oral language development and literacy. It discusses how narrative skills form the foundation for literacy and are important for meeting Common Core State Standards. The presentation emphasizes developing students' oral language and discourse skills through narratives using tools like the Story Grammar Marker to help students learn story structure. It highlights the importance of intervention for students struggling with narrative skills and social communication.
Hold On to Your Kids_ Why Parents Need to Matter More Than Peers ( PDFDrive )...
This document provides endorsements and praise for the book "Hold On to Your Kids" from experts in various fields such as psychiatry, trauma healing, education, and journalism. It also includes a dedication to the authors' children and grandchildren who inspired the insights in the book. The authors hope to reawaken natural parenting instincts and provide an understanding of child development and the modern impediments to healthy development in order to help parents build lasting bonds with their children.
Communicative skills
This document provides 7 activities to improve communication skills in middle and high school students. The activities focus on fundamentals like nonverbal communication, listening skills, self-expression without technology, and collaboration. Some of the activities described are having students work in pairs or groups to verbally communicate without seeing each other to identify a famous pair or object, stand up when filler words are used in speeches, and participate in team debates to argue different perspectives. The goal is to make communication skills learning engaging for students and improve their ability to communicate face-to-face.
2Personal JournalStudentProfessorInstitutional aff.docx
2
Personal Journal
Student
Professor
Institutional affiliation
Course
As I go through these study materials, I find them very interesting and informative, and they give me a desire to keep learning more about working with and for the aboriginal early childhood education. The material's content drives me into the lives of the Aboriginal people, their challenges with education, their relationship and practices to education, and how these are shaping education for such children. One issue that caught my attention is the reading by Annie Wenger(2010), Where she demonstrates the concepts of human development. The fact that the Aboriginal people are among the authors who are part of those that write the theories on the Cree medicine wheel excites me to continue learning about the subject in question. However, I am fascinated by the fact that even though the life aspects of the Aboriginal people are integrated into this particular theory and scholarly work, the significant European-centered academic work doesn't welcome this holding. This motivates me and my desire to narrate the infants of their perspective to education and on the scholarly work that might have been done by people that understand their culture best. I feel they are a model that empowers children of this ethnicity to choose and have power over their education as they grow as learners. Coming across this reading drives one into a lively Aboriginal environment and feels like exploring areas of knowledge not widely explored before.
Another paper by Nick et al. (n.d) demonstrates how colonial activities brought out the native Aboriginal people as deficient, making them exploitable subjects. I felt a sense of hopelessness for the Aboriginal child upon reading the title of this particular content. As presented by this specific article, this led to the growth of a hierarchical society. This author presents compelling information that leaves me wondering about the social place of the Aboriginal child and if this subjectivity was inherited right from the previous generations into the present. However, the material presents a chronological view of the development of psychology and how this psychology was being utilized as the concept of putting the Aboriginal people as a subject of control and depicts a sense of a struggling ethnicity. The author enables me to understand better the situation of the Aboriginal child and how to handle their educational and teaching needs based on their historical experiences. I understand what shapes their understanding of the specific phenomenon and know why they do some things and how they do them. I am heartbroken when the author concludes that the period ends with the psychotherapist-client relationship reshaped as a blended colonial relationship. It seems that the understanding of the aboriginal people is based on a foreign culture and may not be based on reality as with the Aboriginal people themselves.
Nguyen's (2011) material sounds to be .
A final look at content area literacy
This document provides an overview of content area literacy and strategies for integrating literacy into content area instruction. It discusses the "fourth grade slump" where reading demands increase in upper elementary grades. It emphasizes exposing students to real-world, meaningful texts and experiences to develop lifelong reading habits. The document also describes how teachers can implement reading and writing workshops to incorporate fiction and nonfiction texts into literacy instruction while teaching specific comprehension strategies. It provides an example of a typical workshop structure in a 2nd grade classroom and highlights the importance of assessment to guide instruction. Finally, it lists several strategies and considerations for effectively teaching content area literacy.
Literate environment presentation
The document summarizes key aspects of creating a literate environment for early literacy learners from pre-kindergarten to 3rd grade. It discusses using various assessments to understand students' backgrounds and interests. It also emphasizes the importance of creating a literate environment that keeps students engaged and motivated through observations of their book preferences and informal assessments. Selecting texts from different genres that students can relate to exposes them to new experiences and vocabulary. Interactive read-alouds allow students to make connections and responses by sharing their own experiences. Developing critical thinking is supported by asking questions that stimulate students' minds and thoughts at a higher level.
Discussion Week 4 Possible Effects of Poverty on Young Children’s
Discussion: Week 4: Possible Effects of Poverty on Young Children’s Language and Literacy Development
Imagine that there are two 4-year-old girls standing in front of you. One girl, whom you might assume to be from a more economically affluent home, has hair that cascades down in neat curls, a dress ablaze with bright colors, and a new princess lunchbox in her hand. The other girl appears a bit unkempt, with mismatched socks and a sweet, yet sleepy, smile. Without hearing either girl speak, which might you select as the one with a greater vocabulary? Why?
Like most people, you might gravitate toward the child who appears to be from the more economically affluent home. Although this choice might seem stereotypical, this selection does mirror findings from research studies that have linked vocabulary development and skill statistically with economic background. For example, one study found that by 3 years of age, there was a 30 million word gap between children from the wealthiest and the poorest families (Fernald, Marchman, & Weisleder, 2013). What is the reason for this gap? How can the daily contrasts between each environment affect the ability to acquire and develop language?
Simply put, language is derived largely from parental support and diverse experiences. Because of a variety of factors, children in low income environments generally do not have the variety of experiences that those in higher income families have, nor are they exposed to as rich a speaking and reading vocabulary. Consider again the two children. How might their mornings have been different? For example, if the first girl’s mother spent time doing her daughter’s hair, how might she have been talking to and supporting her daughter’s literacy at the same time? And if the second girl put on her own socks, what language opportunities might her mother have missed while she was nervously gathering enough change for bus fare and her daughter’s lunch? As the second mother worked to provide, she might have felt she had less opportunity to engage her daughter in child-directed speech, which is the case for many children in low income environments.
In this Discussion, you explore the possible effects of poverty on young children’s language and literacy development.
To prepare
Review the Roseberry-McKibbin (2012) article in the Learning Resources and reflect on the statistics that highlight the effects of poverty on early language experiences. Then, select one of the following scenarios as the focus of your Discussion posting.
Select one of the following scenarios as the focus of your Discussion posting.
Post the following: Describe the strategies you observed in your selected scenario and explain whether they were effective and appropriate for the child and family presented. Then, explain what, if anything, you would do differently and why you think your strategies might be more effective. Last, share any assumptions you had about the effects of poverty on language and li ...
A final look at content area literacy
This document discusses content area literacy and integrating literacy into content area instruction. It describes how teachers can use a workshop approach to teaching literacy that incorporates both fiction and nonfiction texts. The workshop approach includes a mini-lesson where the teacher models strategies, a work time where students practice reading and writing independently and in small groups, and a share time for students to discuss their work. This approach allows for explicit comprehension instruction, more time for students to read and write, rich concept development, and discussion about texts. The document provides an example of how a second grade teacher implements literacy workshops in her classroom.
0506presentation v.3
1) The study investigated how an educational electronic book can support vocabulary, story comprehension, and early word reading in kindergarten and first grade children.
2) The results showed that both age groups benefited from reading the e-book compared to a control group, and kindergarten children showed greater improvement in word reading than first graders.
3) First graders performed better than kindergarteners on a story production task, demonstrating higher comprehension of the story.
Using picture books to support young children s literacy
This document discusses how picture books can support early literacy development in young children. It provides examples of how engaging with picture books through shared reading, extension activities, and play can help develop oral language skills, vocabulary, phonological awareness, and phonemic awareness. Picture books expose children to rich language through stories, songs, rhymes, and creative language play. When teachers select high-quality picture books and support children's interactions with the text and illustrations through questioning, activities, and opportunities for pretend play, it enhances children's literacy in meaningful ways.
Week 6 Assignment IEP Case Study Collaborating with Multi.docx
Week 6 Assignment
IEP Case Study: Collaborating with Multiple Points of View
After completing this assignment, you will have demonstrated your understanding of the following objectives:
Analyze the value of co-teaching as an inclusion model of instructional delivery.
Analyze the value of collaborative consultation as an inclusion model of instructional delivery.
Analyze ways to create a collaborative school culture to promote professional growth and leadership.
Determine some of the causes of education-based conflict.
Evaluate problem solving and negotiation strategies to resolve education-based conflict.
Recognize the importance of knowing personal strengths and weaknesses in conflict resolution.
Evaluate verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members.
Analyze the range of placements and services offered to students who have a disability.
Additionally, this assignment demonstrates your mastery of the Course Learning Outcomes 1, 2, 3, 4, & 5 and the MAED Program Learning Outcomes 2 & 8 and will have reinforced your competency with the MAED Program Learning Outcome 7.
As you have learned throughout this course, it takes a team to educate a student. The team is composed of stakeholders who have a professional and/or emotional investment in the student’s education and post-graduation success. Although everyone has the same destination in mind, their paths may differ. Being a proactive problem-solver means recognizing a disagreement or differing of opinions and finding an amicable solution through understanding and compromise. To further your abilities with these essential skills for a special educator, you will complete this comprehensive final assignment.
In this assignment, you will design a differentiated instructional strategy that aligns with learning strengths and needs in a collaborative team environment. This strategy should take into account each stakeholder’s investment in the academic growth and social well-being of a hypothetical student named Henry. Additionally, by successfully completing this assignment, you will be able to answer essential questions related to course topics, which are intended to provoke critical thinking in this course and throughout your professional career. The essential questions are: What is the best environment to educate a child with a disability? What are the best pro-active problem solving strategies for collaborative communication? How can teachers realistically teach students using differentiated teaching techniques and Universal Design for Learning?
Follow the instructions below to write your Final Paper.
Content
Read the Case Study:
Supporting Henry and the IEP Team Meeting Description
. Then, using the “Collaborative Problem Solving: Steps in the Process” (Windle & Warren, n.d.), proactively address Henry’s academic needs while considering each IEP team member’s perspective. Create separate heading.
CATCH-UP-FRIDAY-FEB-2 DL READING TIMEL.docx
1. The document provides details of the catch-up Friday lesson plan for Grade 3 students at Tangcul San Isidro Elementary School.
2. The lesson plan covers subjects like English, Filipino, Values Education, Health Education, and Peace Education.
3. The lessons involve reading activities, discussions on helping others and relationships, and identifying healthy and unhealthy relationships.
Peace Wk 5 pptxhicjchxhhxjclhcjn hkxkgxngxvxb
The document provides tips for early childhood educators to foster peacemaking skills in young children. It suggests acknowledging children's existing peacemaking abilities, designating a peace space in the classroom, modeling problem-solving and emotions for children, listening attentively to understand children's feelings, ensuring all aspects of the learning environment respect each child, and celebrating positive interactions through shared stories and books about peace.
Research Paper – Final Submission InstructionsThe Research P.docx
Research Paper – Final Submission Instructions
The Research Paper is an assignment requiring the submission of 2 distinct works: 1) a previously submitted research development proposal (a 1- or 2-page document outlining what you hope to research and how you intend to do it); and 2) the Research Paper (the actual 7–10-page work detailing the your research).
Components of the Research Paper:
The rationale: why the research is needed and what the general area of current concern is.
Existing research: what is already known about the general area of the proposed research.
The research Development Proposal.
A discussion of information needed for the Development Proposal.
Guidelines:
Current APA formatting (12 point Times New Roman font, 1-inch margins, double-spaced).
Length of 7–10 pages.
Page numbers according to current APA guidelines.
Third person voice.
Must include:
Cover page with the proposal title, student name, course name, and instructor name.
References/Bibliography Page.
These are NOT to be counted in the total number of pages. You must use a minimum of
3 citations from peer-reviewed journals.
The electronic file you submit must be named in the following manner: lastname first initial_submission type (i.e. rp1 for research paper). For example:
smithj_rp.doc (this would be J. Smith's Research Paper).
If you need assistance with writing or current APA formatting, use
Liberty University’s Online Writing Center
.
Non-required elements:
The methods appropriate to collecting the required information.
The sources of information (size and type of sample, etc.).
The timescale and sequence of various parts of the research.
A statement of what you intend the outcomes to be (reports, discussion papers, contributions to theory, materials, etc.).
Description of who will do what and at what cost (if funding is being sought).
Submit your Research Paper – Final Submission by 11:59 p.m. (ET) on Monday on Module/Week 7.
sample paper for
.
Research PaperUtilizing the unit lessons, textbook, and other outs.docx
Research Paper
Utilizing the unit lessons, textbook, and other outside sources
, write a three page (not including title and reference pages) Research Paper identifying the key components of information systems management discussed
throughout this course.
Provide a description of an organization you are familiar with (possibly a company you have worked for in the past or are currently working for) and describe briefly what services they contribute. Then, select three out of the six questions below, and provide detailed answers, supporting those answers by referencing any sources used.
Be sure to use examples from your research to strengthen your argument as needed.
What personal knowledge management tools does this organization utilize?
What steps has this organization taken in securing their information and knowledge?
What has this organization done to gain and sustain an
advantage over their competitors?
Describe in detail how this organization manages the components of its IT infrastructure
.
In what ways does the organization demonstrate successful collaboration?
Identify at least two types of hardware and two types of software used by this organization. APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed
.
More Related Content
Similar to Requiremnts 12 font doble space ,apa format, cites ,referencesR.docx
Assessment ppt ict module copy
The children listened to a story called "One Eyed Jake" and then completed a comprehension activity using iPads. Questions about the story were displayed on the interactive whiteboard. The children used iPads to select their answers from multiple choices. The teacher observed that ICT engagement the children and supported their understanding of the story. The activity aligned with curriculum goals and classroom themes about pirates. Peer collaboration during the activity benefited learning for children of varying abilities.
Assignment 2 Discussion Question Role of the Counselor in the
Assignment 2: Discussion Question: Role of the Counselor in the Community
By the due date assigned,
respond to the discussion question assigned by the instructor. Submit your responses to the appropriate
Discussion Area
. Use the same
Discussion Area
to comment on your classmates' submissions and continue the discussion
through the end of the module
.
Nine-year-old Wanda's teacher notices that for the past few weeks, Wanda has not been talking to her friends and is always sitting alone in a corner. After talking to Wanda's friends, the teacher finds out that Wanda's sixteen-year-old brother was killed in a gang fight two months ago and her parents have since separated. The teacher talks to her friend Daphne, a counselor, to see if there is anything she can do about Wanda. She wants to know if there is any way in which children and families affected by exposure to violence can be assisted with emotional impact of these events. The teacher also asks Daphne, in the role of a counselor, to call Wanda's parents to see if they would be willing to talk with her about the death of their son, their separation, and Wanda's behavior at school. Daphne is not employed or affiliated with the school.
What would be Daphne's role, as a counselor, in helping the teacher?
What do you see as important roles of a counselor working in a community?
What are the ethical responsibilities that counselors and human services professionals hold toward the community? When answering this question identify the ethical code number and definition, using your own words, of the ethical responsibilities of these professionals.
Briefly speak how you, as an ethical counselor, would respond to the teacher's request for you to speak with Wanda and her family.
Grading CriteriaMaximum Points
Quality of initial posting, including fulfillment of assignment instructions16Quality of responses to classmates12Frequency of responses to classmates4Reference to supporting readings and other materials4Language and grammar4
Total:40
...
1 Psych 441 The Case of Tina and Her Family, April 5
1
Psych 441 The Case of Tina and Her Family, April 5, 2022
Case Discussion Notes/Questions
You can take notes in advance and also complete or add to some sections after meeting with your
group. These notes will be due the day after the discussion via Blackboard (group leaders only).
Related Readings posted with the case: 1. Reasonable Efforts for Family Preservation pp.1-4
2. Determining the Best Interest of the Child_2020_Child Welfare.gov pp. 1-4
Group Leader___________________________________
Participants in your group (student names)
Case Discussion Process
1. Identify the Actors (Family, School, Community) and their Roles
2. Identify the settings/environments (contexts where case takes place; you can also refer to
systems within the ecological model)
The group can now begin to discuss and share examples in the following three areas
I. Response to the Case:
1. What aspects of this case study are most compelling?
2. Identify a few key points from the case and some examples of how family changes and
disruptions may be affecting Tina’s behavior. What behavioral style does Tina exhibit in school
during this time of transition? Could this be related to her temperament, mom’s neglect, the
absence of her father, and/or her reaction to mom’s depression and family changes?
2
II.Role of Early Childhood Teachers and Programs [select one]
1. What are your thoughts on the role of early childhood teachers and programs in providing
emotional support and consistency for children facing family challenges and disruptions?
2. How is support more critical when family crisis involves abuse and/or neglect and leads to a
child’s placement in foster or kinship care?
III. Your Thoughts and Ideas on Family Preservation, and the Best Interests of the
Children.
1. In terms of family preservation, do you think Tina’s mom Donna should continue to have
opportunities to reunite with her children? Why or why not? What would be the key
considerations? You can refer to the family preservation document as you consider your ideas.
2. What is in the best interests of Tina and her brothers? You can refer to the Best Interests
document as you to consider your ideas.
Final Thoughts: You can discuss what else you would want or need to know to help develop
your viewpoints on the case.
1
Tina and Her Family: The Need for Care and Stability
The following case study involves a family in need of support and intervention.
While the context is critical to the case, the focus of the case information is the family,
primarily the mother, Donna and the preschool child, Tina. Please refer to the set of
questions in the Journal 8 description, and respond to the case. What are your thoughts on
the role that the pre-K and Kindergarten school program should have with Tina? How can
...
Building A Classroom Community2(2)
The document discusses strategies for building classroom community, including involving parents, connecting to the broader community, and promoting children's relationships. It provides examples of welcoming the community into the classroom, such as inviting community members to visit and taking field trips. It also discusses the importance of learning about diversity and gaining exposure to different people and jobs through understanding the concept of community.
CHAPTER 4Building an Anti‑Bias Education Program Clarifying and
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
A project on an Critical evaluation of various stages of child development an...
This document discusses child development and the role of parents. It will focus on the developmental stages of a young girl from infancy through starting school based on a case study. The story concept will use the details of the case study to illustrate aspects of child development and how parental care is important for cognitive growth. It will analyze the case of a curious boy named Trevor from age 5 through university to show relevance to child development stages.
Woolfolk lecture moreau5 handout_revised
This document provides an overview of oral language development and the importance of narrative skills. It discusses how narratives are the foundation of literacy and expand children's conversational abilities. It introduces the Story Grammar Marker, a hands-on tool that represents the organizational structure of stories. The document notes that narratives offer opportunities to support language use, emotional expression, and social cognition. It emphasizes that we think and learn in narrative form. The document also discusses how discourse skills are important for connecting oral language to literacy and for meeting Common Core State Standards.
Woolfolk Lecture M.R. Moreau Oct. 12, 2015
This document provides an overview of Maryellen Rooney Moreau's presentation on oral language development and literacy. It discusses how narrative skills form the foundation for literacy and are important for meeting Common Core State Standards. The presentation emphasizes developing students' oral language and discourse skills through narratives using tools like the Story Grammar Marker to help students learn story structure. It highlights the importance of intervention for students struggling with narrative skills and social communication.
Hold On to Your Kids_ Why Parents Need to Matter More Than Peers ( PDFDrive )...
This document provides endorsements and praise for the book "Hold On to Your Kids" from experts in various fields such as psychiatry, trauma healing, education, and journalism. It also includes a dedication to the authors' children and grandchildren who inspired the insights in the book. The authors hope to reawaken natural parenting instincts and provide an understanding of child development and the modern impediments to healthy development in order to help parents build lasting bonds with their children.
Communicative skills
This document provides 7 activities to improve communication skills in middle and high school students. The activities focus on fundamentals like nonverbal communication, listening skills, self-expression without technology, and collaboration. Some of the activities described are having students work in pairs or groups to verbally communicate without seeing each other to identify a famous pair or object, stand up when filler words are used in speeches, and participate in team debates to argue different perspectives. The goal is to make communication skills learning engaging for students and improve their ability to communicate face-to-face.
2Personal JournalStudentProfessorInstitutional aff.docx
2
Personal Journal
Student
Professor
Institutional affiliation
Course
As I go through these study materials, I find them very interesting and informative, and they give me a desire to keep learning more about working with and for the aboriginal early childhood education. The material's content drives me into the lives of the Aboriginal people, their challenges with education, their relationship and practices to education, and how these are shaping education for such children. One issue that caught my attention is the reading by Annie Wenger(2010), Where she demonstrates the concepts of human development. The fact that the Aboriginal people are among the authors who are part of those that write the theories on the Cree medicine wheel excites me to continue learning about the subject in question. However, I am fascinated by the fact that even though the life aspects of the Aboriginal people are integrated into this particular theory and scholarly work, the significant European-centered academic work doesn't welcome this holding. This motivates me and my desire to narrate the infants of their perspective to education and on the scholarly work that might have been done by people that understand their culture best. I feel they are a model that empowers children of this ethnicity to choose and have power over their education as they grow as learners. Coming across this reading drives one into a lively Aboriginal environment and feels like exploring areas of knowledge not widely explored before.
Another paper by Nick et al. (n.d) demonstrates how colonial activities brought out the native Aboriginal people as deficient, making them exploitable subjects. I felt a sense of hopelessness for the Aboriginal child upon reading the title of this particular content. As presented by this specific article, this led to the growth of a hierarchical society. This author presents compelling information that leaves me wondering about the social place of the Aboriginal child and if this subjectivity was inherited right from the previous generations into the present. However, the material presents a chronological view of the development of psychology and how this psychology was being utilized as the concept of putting the Aboriginal people as a subject of control and depicts a sense of a struggling ethnicity. The author enables me to understand better the situation of the Aboriginal child and how to handle their educational and teaching needs based on their historical experiences. I understand what shapes their understanding of the specific phenomenon and know why they do some things and how they do them. I am heartbroken when the author concludes that the period ends with the psychotherapist-client relationship reshaped as a blended colonial relationship. It seems that the understanding of the aboriginal people is based on a foreign culture and may not be based on reality as with the Aboriginal people themselves.
Nguyen's (2011) material sounds to be .
A final look at content area literacy
This document provides an overview of content area literacy and strategies for integrating literacy into content area instruction. It discusses the "fourth grade slump" where reading demands increase in upper elementary grades. It emphasizes exposing students to real-world, meaningful texts and experiences to develop lifelong reading habits. The document also describes how teachers can implement reading and writing workshops to incorporate fiction and nonfiction texts into literacy instruction while teaching specific comprehension strategies. It provides an example of a typical workshop structure in a 2nd grade classroom and highlights the importance of assessment to guide instruction. Finally, it lists several strategies and considerations for effectively teaching content area literacy.
Literate environment presentation
The document summarizes key aspects of creating a literate environment for early literacy learners from pre-kindergarten to 3rd grade. It discusses using various assessments to understand students' backgrounds and interests. It also emphasizes the importance of creating a literate environment that keeps students engaged and motivated through observations of their book preferences and informal assessments. Selecting texts from different genres that students can relate to exposes them to new experiences and vocabulary. Interactive read-alouds allow students to make connections and responses by sharing their own experiences. Developing critical thinking is supported by asking questions that stimulate students' minds and thoughts at a higher level.
Discussion Week 4 Possible Effects of Poverty on Young Children’s
Discussion: Week 4: Possible Effects of Poverty on Young Children’s Language and Literacy Development
Imagine that there are two 4-year-old girls standing in front of you. One girl, whom you might assume to be from a more economically affluent home, has hair that cascades down in neat curls, a dress ablaze with bright colors, and a new princess lunchbox in her hand. The other girl appears a bit unkempt, with mismatched socks and a sweet, yet sleepy, smile. Without hearing either girl speak, which might you select as the one with a greater vocabulary? Why?
Like most people, you might gravitate toward the child who appears to be from the more economically affluent home. Although this choice might seem stereotypical, this selection does mirror findings from research studies that have linked vocabulary development and skill statistically with economic background. For example, one study found that by 3 years of age, there was a 30 million word gap between children from the wealthiest and the poorest families (Fernald, Marchman, & Weisleder, 2013). What is the reason for this gap? How can the daily contrasts between each environment affect the ability to acquire and develop language?
Simply put, language is derived largely from parental support and diverse experiences. Because of a variety of factors, children in low income environments generally do not have the variety of experiences that those in higher income families have, nor are they exposed to as rich a speaking and reading vocabulary. Consider again the two children. How might their mornings have been different? For example, if the first girl’s mother spent time doing her daughter’s hair, how might she have been talking to and supporting her daughter’s literacy at the same time? And if the second girl put on her own socks, what language opportunities might her mother have missed while she was nervously gathering enough change for bus fare and her daughter’s lunch? As the second mother worked to provide, she might have felt she had less opportunity to engage her daughter in child-directed speech, which is the case for many children in low income environments.
In this Discussion, you explore the possible effects of poverty on young children’s language and literacy development.
To prepare
Review the Roseberry-McKibbin (2012) article in the Learning Resources and reflect on the statistics that highlight the effects of poverty on early language experiences. Then, select one of the following scenarios as the focus of your Discussion posting.
Select one of the following scenarios as the focus of your Discussion posting.
Post the following: Describe the strategies you observed in your selected scenario and explain whether they were effective and appropriate for the child and family presented. Then, explain what, if anything, you would do differently and why you think your strategies might be more effective. Last, share any assumptions you had about the effects of poverty on language and li ...
A final look at content area literacy
This document discusses content area literacy and integrating literacy into content area instruction. It describes how teachers can use a workshop approach to teaching literacy that incorporates both fiction and nonfiction texts. The workshop approach includes a mini-lesson where the teacher models strategies, a work time where students practice reading and writing independently and in small groups, and a share time for students to discuss their work. This approach allows for explicit comprehension instruction, more time for students to read and write, rich concept development, and discussion about texts. The document provides an example of how a second grade teacher implements literacy workshops in her classroom.
0506presentation v.3
1) The study investigated how an educational electronic book can support vocabulary, story comprehension, and early word reading in kindergarten and first grade children.
2) The results showed that both age groups benefited from reading the e-book compared to a control group, and kindergarten children showed greater improvement in word reading than first graders.
3) First graders performed better than kindergarteners on a story production task, demonstrating higher comprehension of the story.
Using picture books to support young children s literacy
This document discusses how picture books can support early literacy development in young children. It provides examples of how engaging with picture books through shared reading, extension activities, and play can help develop oral language skills, vocabulary, phonological awareness, and phonemic awareness. Picture books expose children to rich language through stories, songs, rhymes, and creative language play. When teachers select high-quality picture books and support children's interactions with the text and illustrations through questioning, activities, and opportunities for pretend play, it enhances children's literacy in meaningful ways.
Week 6 Assignment IEP Case Study Collaborating with Multi.docx
Week 6 Assignment
IEP Case Study: Collaborating with Multiple Points of View
After completing this assignment, you will have demonstrated your understanding of the following objectives:
Analyze the value of co-teaching as an inclusion model of instructional delivery.
Analyze the value of collaborative consultation as an inclusion model of instructional delivery.
Analyze ways to create a collaborative school culture to promote professional growth and leadership.
Determine some of the causes of education-based conflict.
Evaluate problem solving and negotiation strategies to resolve education-based conflict.
Recognize the importance of knowing personal strengths and weaknesses in conflict resolution.
Evaluate verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members.
Analyze the range of placements and services offered to students who have a disability.
Additionally, this assignment demonstrates your mastery of the Course Learning Outcomes 1, 2, 3, 4, & 5 and the MAED Program Learning Outcomes 2 & 8 and will have reinforced your competency with the MAED Program Learning Outcome 7.
As you have learned throughout this course, it takes a team to educate a student. The team is composed of stakeholders who have a professional and/or emotional investment in the student’s education and post-graduation success. Although everyone has the same destination in mind, their paths may differ. Being a proactive problem-solver means recognizing a disagreement or differing of opinions and finding an amicable solution through understanding and compromise. To further your abilities with these essential skills for a special educator, you will complete this comprehensive final assignment.
In this assignment, you will design a differentiated instructional strategy that aligns with learning strengths and needs in a collaborative team environment. This strategy should take into account each stakeholder’s investment in the academic growth and social well-being of a hypothetical student named Henry. Additionally, by successfully completing this assignment, you will be able to answer essential questions related to course topics, which are intended to provoke critical thinking in this course and throughout your professional career. The essential questions are: What is the best environment to educate a child with a disability? What are the best pro-active problem solving strategies for collaborative communication? How can teachers realistically teach students using differentiated teaching techniques and Universal Design for Learning?
Follow the instructions below to write your Final Paper.
Content
Read the Case Study:
Supporting Henry and the IEP Team Meeting Description
. Then, using the “Collaborative Problem Solving: Steps in the Process” (Windle & Warren, n.d.), proactively address Henry’s academic needs while considering each IEP team member’s perspective. Create separate heading.
CATCH-UP-FRIDAY-FEB-2 DL READING TIMEL.docx
1. The document provides details of the catch-up Friday lesson plan for Grade 3 students at Tangcul San Isidro Elementary School.
2. The lesson plan covers subjects like English, Filipino, Values Education, Health Education, and Peace Education.
3. The lessons involve reading activities, discussions on helping others and relationships, and identifying healthy and unhealthy relationships.
Peace Wk 5 pptxhicjchxhhxjclhcjn hkxkgxngxvxb
The document provides tips for early childhood educators to foster peacemaking skills in young children. It suggests acknowledging children's existing peacemaking abilities, designating a peace space in the classroom, modeling problem-solving and emotions for children, listening attentively to understand children's feelings, ensuring all aspects of the learning environment respect each child, and celebrating positive interactions through shared stories and books about peace.
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2Personal JournalStudentProfessorInstitutional aff.docx
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Discussion Week 4 Possible Effects of Poverty on Young Children’s
Discussion Week 4 Possible Effects of Poverty on Young Children’s
Using picture books to support young children s literacy
Using picture books to support young children s literacy
Week 6 Assignment IEP Case Study Collaborating with Multi.docx
Week 6 Assignment IEP Case Study Collaborating with Multi.docx
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Research Paper – Final Submission Instructions
The Research Paper is an assignment requiring the submission of 2 distinct works: 1) a previously submitted research development proposal (a 1- or 2-page document outlining what you hope to research and how you intend to do it); and 2) the Research Paper (the actual 7–10-page work detailing the your research).
Components of the Research Paper:
The rationale: why the research is needed and what the general area of current concern is.
Existing research: what is already known about the general area of the proposed research.
The research Development Proposal.
A discussion of information needed for the Development Proposal.
Guidelines:
Current APA formatting (12 point Times New Roman font, 1-inch margins, double-spaced).
Length of 7–10 pages.
Page numbers according to current APA guidelines.
Third person voice.
Must include:
Cover page with the proposal title, student name, course name, and instructor name.
References/Bibliography Page.
These are NOT to be counted in the total number of pages. You must use a minimum of
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The electronic file you submit must be named in the following manner: lastname first initial_submission type (i.e. rp1 for research paper). For example:
smithj_rp.doc (this would be J. Smith's Research Paper).
If you need assistance with writing or current APA formatting, use
Liberty University’s Online Writing Center
.
Non-required elements:
The methods appropriate to collecting the required information.
The sources of information (size and type of sample, etc.).
The timescale and sequence of various parts of the research.
A statement of what you intend the outcomes to be (reports, discussion papers, contributions to theory, materials, etc.).
Description of who will do what and at what cost (if funding is being sought).
Submit your Research Paper – Final Submission by 11:59 p.m. (ET) on Monday on Module/Week 7.
sample paper for
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Research PaperUtilizing the unit lessons, textbook, and other outs.docx
Research Paper
Utilizing the unit lessons, textbook, and other outside sources
, write a three page (not including title and reference pages) Research Paper identifying the key components of information systems management discussed
throughout this course.
Provide a description of an organization you are familiar with (possibly a company you have worked for in the past or are currently working for) and describe briefly what services they contribute. Then, select three out of the six questions below, and provide detailed answers, supporting those answers by referencing any sources used.
Be sure to use examples from your research to strengthen your argument as needed.
What personal knowledge management tools does this organization utilize?
What steps has this organization taken in securing their information and knowledge?
What has this organization done to gain and sustain an
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Describe in detail how this organization manages the components of its IT infrastructure
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In what ways does the organization demonstrate successful collaboration?
Identify at least two types of hardware and two types of software used by this organization. APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed
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Research Paper
The research paper should be a minimum of six double-spaced typed pages (not including bibliography) and consist of a topic selected by the student relating to African or Oceanic art.
You must demonstrate knowledge of the particular work of art, the culture, artist (if known), style, period, purpose and content of the work of art selected. The paper should be a critical analysis of the work, but an informational paper is also acceptable. A bibliography of a minimum of three sources must be included. I suggest that when the paper is completed you set it aside for a day and reread the paper for any structural or spelling errors.
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Research Paper
text book:
portable literature 8th edition.Troy and Rose in August Wilson’s
Fences
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Compare and contrast the characters of Troy and Rose in August Wilson’s
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Requirements
Due: Wednesday 12/7/16, hard copies handed during class hour. Not
after,
Not
before,
Definitely NOT by e-mail!
Length: Six pages (including the Works Cited Page)
Cite four (4) valid sources
and
the textbook (total of 5).
Be specific and use quotations to make your case.
Be original! Plagiarized work is forbidden and will lead to an F grade.
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Research Paper Topic Induced PsychosisWord count 2000 words.docx
Research Paper Topic: Induced Psychosis
Word count: 2000 words
Duration: 20 hours
Reference type: APA
Paper Instructions:
Go through images attached. Please read before bidding. Its very important that you understand what you are required to write on. Be careful on time spent, I may not have any time extension please.
.
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Research paper instruction:
l
This is a group research paper requires each to focus on one aspect about the song “ I’m N’ Luv wit a stripper” of T-Pain. And this is a
Rhetorical analysis
paper. I will emphasize the
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l
This 4 pages should be focusing on the positive impacts significance of this song from perspectives of, please follow my thoughts:
1.
Why this song is worthy to be analyzed (from its influences, sales volume)? Why pick the word “stripper”, (idealizing the woman that they can’t have). Mention a little at the beginning.
2.
Pay great attention
to the lyrics represent “era is changing with time” cuz back to 60, 70, find the representation of music products of the eras, that people in that ages would never put sex, sexual implication texts on the screens/ in public. so from a positive perspective, time is changing, that people would create what they want fitted in new ideologies in the societies, and ways of expressing art are changing, people are changing, the societies are changing, and there is no improvement without changing. (please remember to using lyrics specifically to make demonstration) And what it brought to audience with this kind of creativity (modern way)
3.
Combine the theories to the lyrics, such as cultivation theory, people believe what they saw on TV is true in real life, how it changes people in different ways. As well as using the journals that in the literature reviews, how it works or against the previous research that other people did, (because most of them said media had “negative impacts” rather than “positive”, how our research is significant and different to talk about the positive. Make a compare and comparison. By applying
two useful journals
：
“Gender Representations and Digital Media” written by Popa, D & Gavriliu. D.
And “Face it: The Impact of Gender on Social Media Images” written by
Rose, Kallies, shyles
4.
I will also put the first draft of my group member, try to connect smoothly and like one piece,
5.
Outline will be offered as reference
6.
All of above should base on lyrics only. But watching video may help to get inspirations.
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Research PaperEvery organization is faced with some kind of ris.docx
Research Paper:
Every organization is faced with some kind of risk or threat that could cause an interruption to the organization’s operations. These risks and threats can be internal or external. To prepare for these events, organizations must focus their attention on how to assess different types of risks to protect the organization from the possible negative effects. Performing a risk assessment is one of the most important steps in the risk management process.
A Risk Assessment is periodic assessment of the risk and magnitude of the harm that could result from the unauthorized access, use, disclosure, disruption, modification, or destruction of information and information systems that support the operations and assets of the organization. Many organizations perform risk assessments to measure the amount of risks that could affect their organization, and identify ways to minimize these risks before a major disaster occurs.
In this paper the student must identify the risks and potential effects associated with the areas of the organization pertaining to security and disaster recovery.
Please be sure to include the following:
·
Introduction of the organization
·
Overview of the IT department and personnel
·
Discuss the occurrence or breach or disaster that has happened.
·
Perform a risk assessment and threat identification section for the organization that you have chosen, as RISK ANAYSIS AND THE SECURITY SURVEY. This section should point out the organizations weaknesses or vulnerabilities. This will be your hypothesis as to why the breach or disaster has occurred.
·
Create a
response plan
as identified in RISK ANAYSIS AND THE SECURITY SURVEY.
·
Be detailed in your response plan as this will be the most critical part of your paper. You can create your own response plan even if the organization has its own plan. This plan will be in direct response to remedying the issues that were caused by the breach or disaster.
Structure:
·
No less than 8 pages
·
No plagiarism
·
APA format
·
Correct punctuation, spelling, and grammar are essential.
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Research paperDo subjective and objective research and answer the .docx
Research paper
Do subjective and objective research and answer the following question in two parts:
“How much money is enough?”
A.
Subjective research
Begin your research by talking with your parents, grandparents, friends, classmates, coworkers, and other people you respect, asking them How much money is enough.
Without revealing their identities, summarize their views and whether you agree. Let them determine the parameters of the question but be sure they understand that you are interested in their opinion.
B.
Objective research
Select a perspective from the list below
. Read articles and other sources of information and answer the question “How much money is enough?” from that perspective. This is not an opinion piece but a researched essay that can be supported with footnotes and
is relevant to the content of this course—Business, Society and Ethics.
Perspectives
A.
a developing country
B.
a multinational corporation
C.
a small start up business
D.
a chief executive officer
E.
a rock star
F.
a family of four
G.
a recent college graduate
H.
a person about to retire
I.
a disabled person with medical bills
A well thought out and well written paper of
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Research Paper
Write about the argument between Swinburne and Plantinga on the arguments from evil and sufferings.
8 to 10 pages
Introduction then thesis the purpose
Then state the argument
Then choose either you agree or not and why
Conclusion
Related reading:
Plantinga, Alvin.
Knowledge and Christian belief.
Grand Rapids: Eerdmans,2015.
Swinburne, Richard.
The existence of God.
Second Edition. New York: Oxford University Press, 2004.
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research paper about breast cancer, a detailed look about it, what i.docx
research paper about breast cancer, a detailed look about it, what i need is as follows:
- Introduction
-History
- Statistics and epidemiology
- Definition and classification
- Risk factor
- Sign and symptoms
- Pathophysiology
- Dignosis
- Investigation
- Treatment
- Prevention
- Prognosis and complications
- References
- Appendix
- Questionnaire
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Research Paper Proposal
The purpose of this 1-2 page proposal is to identify a research topic and begin identifying what resources exist for that topic.
The proposal must include the following:
1.) A research question (see below for examples.)
2.) A brief discussion of issues, possible approaches, and so forth. Feel free to write a rough draft of the introduction to your research paper.
3.) A bibliographic listing of 2 academic sources (books and/or articles) (this is not considered part of the 1-2 pages.) 4.) APA caitation
Here are some possible research topics; obviously, you can research anything connected to Asian American legal and political history.
*How was the 1882 Chinese Exclusion Act ultimately the codification—and end result—of decades of anti-Chinese sentiment?
*How did the designation “aliens ineligible for citizenship” and the “yellow peril” negatively affect Asian Americans in the years prior to 1952?
*How have the dual exclusions of citizenship and immigration worked together to “create” an Asian American race that is viewed as “forever foreigner”?
*How do the
Ozawa
and
Thind
cases exemplify the inherent social constructedness of “race”?
*How did the invention and popularization of the model minority myth reflect the government’s desire to deflect black demands during the civil rights movement, and how did the myth in turn take on a life of its own?
*How has the combination of immigration restrictions and exclusions on citizenship created an Asian American race that is seen as “forever foreigner”?
While part 2 above only needs to be a page, feel free to go further.
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Research Paper 2 InstructionsYou are required to compose 1 mediu.docx
Research Paper 2 Instructions
You are required to compose 1 medium-length research paper. The paper must be
7–10 pages
(not including the title page and bibliography), in current Turabian format, with default margins and in 12-pt. Times New Roman font. Each paper must include citations to adequate sources supporting and/or illustrating your positions. A minimum of
5 sources
are required. Each paper must include a title page and bibliography in current Turabian format.
One of the most debated public policy issues currently facing the nation is that of the
“Individual Mandate” provision of the 2010 Patient Protection and Affordable Care Act (PPACA).
For this paper, analyze the
“individual mandate.”
Your Research Paper must include, but not be limited to, discussions of:
·
the worldview bases for the “individual mandate,”
·
the worldview bases for the various oppositions to the “individual mandate,”
·
the conflicting views of the role and limits of government, with respect to the “individual mandate,” and
·
the ideas and worldviews that shaped those conflicting views.
As with many public policies that affect fundamental issues, the “individual mandate” issue impacts more than the surface question of the best way to provide health services.
Your paper should demonstrate an understanding of the broader real-world implications as well as the secondary and tertiary public policy goals/consequences of the “individual mandate” and the ideas/worldviews supporting and opposing it.
Research Paper is due Sunday May 8, 2016 by 11:00 am. (ET)
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research into how and to what extent the student and hisher family .docx
research into how and to what extent the student and his/her family (including ancestors and extended family) fit into the physical culture tradition presented in this course. Sources should include not only the student’s own personal history but related documents and interviews with family members about the personal health, exercise, fitness, and sports activities and interests in current and past generations. A minimum of ten double-spaced pages with one inch margins is required. Quotations and illustrations may be used, and all material used must be referenced both in the text and in a bibliography at the end of the essay. Grading criteria will be based on content, grammar, and style.
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Research into Causality and Treatment wk 3Write a 700- to 1,05.docx
Research into Causality and Treatment wk 3
Write
a 700- to 1,050-word paper discussing one of the following disorders:
Agoraphobia
Generalized anxiety disorder
Obsessive compulsive disorder
Post-traumatic stress disorder
Discuss
the following with regard to your selected disorder:
Causes and symptoms
Biological and social ramifications
Prevalence, age of onset, and gender differences
Treatments
Format
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Research II Based on the two attached articles compare and contr.docx
Research II
Based on the two attached articles compare and contrast, using relevant published (peer-reviewed) academic literature find, and write a two to three
page paper that contains the following information for each article:
Title of the article
Purpose of the research
Research questions
Methodology and research design
Results of the research
Recommendations for future study
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RESEARCH ESSAY
The purpose of this paper is to develop an argument on a specific topic and provide persuasive support for your thesis, using strong reasoning and clear evidence. Sources obtained through research on a specific topic should be expanded upon and developed into a formal, well-written, persuasive research paper. A formal research paper will follow certain grammatical conventions not found in less formal writing styles, such as reaction papers, film reviews, etc.
Audience
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Purpose
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Length:
8 pages and all
peerviewed sources please.
Format:
APA Style
Topic Selection
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The topic for your research paper can be your choice of any substantive or theoretical concepts in the field of forensics/crime scene investigations.
Due Monday - 1:00pm afternoon thank you.
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Research on a future MEMS product that is currently under development
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Research on the following three aspects via patents, journals, reports, online resources, etc.
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Design and Theory
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Fabrication
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Challenges and Prospect
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Write a report (1200 words)
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No fixed format but must include the above mentioned three contents
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Include bibliography
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This document discusses researching how social media is used in and affects individual and social/professional culture. It also discusses exploring a historical comparison of traditional communication methods like yearbooks and society pages to modern social media, and establishing the historical evolution of social media from early tools like bulletin boards to current trends. Additionally, it discusses conducting qualitative research through interviews to investigate how social media has impacted participants' discourse communities.
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RESEARCH ARTICLES: TWO (worth 5 points each or 6% of the final grade)
Each student will select two (2) peer-reviewed journal articles and utilize the Publication Manual of the American Psychological Association (2012) to correctly cite and summarize the information in the following format:
1.
What was the research hypothesis (es)?
a.
Research hypothesis
b.
Independent Variable
c.
Dependent Variable (Dependent Measure)
2.
Methods
a.
Participants/subjects
1.
How were they chosen
2.
Total numbers
3.
Total characterizes
b.
Instruments or measurement procedures
c.
Research Design
3.
Results
a.
Statistical results
b.
Was the null hypothesis accepted or was the alternative hypothesis accepted?
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Discussion/Findings and Limitations
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Research Manuscript Critique Part 2
In this module we learned about who may be included in our research and how we may go about collecting information from them. Review each of the THREE research articles you selected in Module 1
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Educational Technology in the Health Sciences
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skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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- 1. Requiremnts: 12 font doble space ,apa format, cites ,references Required Resources Course Text: Diversity in Early Care and Education Review Chapter 1, "Perceiving and Responding to Differences" Chapter 2, "Communicating across Cultures" Chapter 3, "Working with Diversity Issues" Course Text: How Culture Shapes Social-Emotional Development Review the bullet points on pp. 5–6 Read pp. 16–24, "The Process of Cultural Reciprocity" and "Conclusion" Article: Bruno, H. E. (2003). Hearing parents in every language: An invitation to ECE professionals . Child Care Information Exchange, 153, 58–60. When difficult issues or conflicts arise, it can be challenging to communicate effectively and reach an outcome that honors each person's perspective. Professionals who work with infants, toddlers, and their families can benefit from practicing dialogue skills to become more confident and receptive when challenging issues emerge. As you read the following scenario, think about each individual's perspective and reflect on the information you have read about communication this week. Danna is 11 months old and has been coming to this childcare center since she was 4 months old. She has adapted well to the program from the beginning, and enjoys all times of day, including naptime. One morning, Danna arrives at the center carrying a well-loved
- 2. blanket bunny (a small blanket that has the head of a bunny attached to it). This is the first time Danna has brought the blanket with her to the center, though it looks like she has carried it around quite a bit at home. Maria, Danna's mother, wants to talk with Danna's primary caregiver, Joelle, about the blanket but several families have arrived at the same time and Joelle is very busy. Maria knows that many children need comfort objects and thinks that Danna may need some extra nurturing today because she has been spending more of her time at home caring for an elderly family member and has not been able to spend as much time with Danna. It is difficult to leave, but she cannot stay any longer. Joelle notices that Danna's movements around the center seem more unsteady with the blanket in tow, and also that the blanket is getting dirty. As Danna pulls to a stand, she holds the blanket bunny between her teeth, sucking on a place where it is very dirty. This concerns Joelle and so a few times throughout the day, Joelle suggests to Danna that she leave her blanket but Danna becomes upset. Concerned that this is a health and safety issue and aware that she has never seen this blanket before, she decides to talk with Maria about the blanket bunny when she arrives to pick up Danna. As Maria heads to the center to pick up Danna, she is hoping to learn how her daughter's day went. She wonders if Danna needed extra nurturing, and if the blanket helped. With this scenario in mind, review the information in Diversity in Early Care and Education on the five outcomes to cultural conflicts (pp. 54 – 56) and the RERUN communication process (pp. 58–60). Also, review the information presented in the article "Hearing Parents in Every Language" (Bruno, 2003).
- 3. By Day 3: Post a sample dialogue (with at least eight lines of dialogue per person) demonstrating how Joelle and Maria could communicate effectively about this situation and work toward fostering mutual education (one of the five outcomes to conflicts) and achieving a positive resolution to this situation. Your response should demonstrate an understanding of the key ideas presented in the readings and conclude with next steps for continued relationship-building and communication. Optional Resources Book: Barrera, I., Corso, R. M., & Macpherson, D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore: Paul H. Brookes.